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Essay Available:
Pages:
4 pages/≈1100 words
Sources:
Check Instructions
Style:
APA
Subject:
Life Sciences
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 15.84
Topic:

Memorizing Techniques – Typing Vs Handwriting

Essay Instructions:

our experiment: testing different age group's(10 years old, 20years old, 50 years old) memorization using typing vs handwriting. memorizing
 5 single digit random numbers for each method
Steps:
 Handwriting the numbers 3 times on a paper. Then test after 3 minutes
 Typing the numbers 3 times. Then test after 3 minutes
Note:
 Try to memorize it within 3 times, and don't consciously think about it for 3 minutes afterwards.
 Tests should better not be taken on the same day.
Limitation:
- Number of people in the experiment has bias w/ individuals b/c of preference when it comes to typing or writing which leads to limitations
-Smaller number of people being observed and skewed when it comes to ages
Results:
-Handwriting is better
-Especially as age increases, it was more effective
-Use percentages of overall data (all of our experiments combined)
-Age groups data & general data
-"Handwriting better for all"..."in older group x was better"..."in younger group x was better" (use % here)
Background:
-Can go into reading
-Look at different data
-Making the connection between recall, even though ours is short term
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Introduction
state a problem, an unexplored topic, or a question that the experiment begins to address; may provide one brief background; summarizes the experiment and results; state the project’s value, either intellectual (it helps understand or explore) or practical (it suggests ways to improve something).
Background
What might it help a reader to know, or recall, in order to appreciate why teams conducted this experiment, or to understand the approach.
For example: about participants, Fordham or PCS student population; a problem (students struggling with coursework), digital technology transforming traditional practices; the complexities of brains, minds, or memory; or another topics.
This presents no details about the research project

Review of Literature
neutrally summarize readings; defines important or unusual terms, if need be
This focuses exclusively on the source, not this project

Method
Succinctly describe the experiment design: location, time frame, subjects (number and relevant descriptors of participants, usually age, gender, maybe other factors). Optional to specify variables and control if any. If teammates altered the original design as they conducted the experiment, acknowledge that so that readers understand what participants actually did.
Written individually, though teams must agree to the same components of the method description (i.e., if one member mention a factor, it should appear in teammate’s Method sections too)
Results or Findings (pick either term)
Narrate, in plain vocabulary or scientific nomenclature, what happened, and the results un-analyzed. Include few quantitative details (17 minutes, 22% increase). This may include results from other teams in this class or reports from prior classes.
Do not analyze yet: just present the “data” acquired
Written individually, but must reflect the team’s consensus on what the results are (i.e., the section sounds as if it results from collective discussion).
Analysis or Discussion (pick either term)
Express ways we might start making sense of those results/findings. This can sound tentative or suggestive, using hedging phrases (it might be the case; perhaps; one way of interpreting the data is…).
For example, discuss one or two of these questions:
• Do the results align or not with your individual predictions?
• Do the results match students’ beliefs (as reported on surveys)?
• If the data doesn’t offer a striking result, can it be re-grouped, or divided in a way that brings more useful results?
• Do the findings corroborate ideas expressed in the reading?
• Are the findings aligned with “common sense” or what the ordinary public would probably expect?
Then suggest possible explanations: why did those results emerge? Are there factors related to who participated in the study, your generation? Is one reason for the data related to something interfering with conducting the experiment (incomplete surveys, or pandemic conditions)? (Note that this is different from criticizing the experiment design).
If team members differed in interpretations of that data, state the views diplomatically (some of the team saw the main cause as X, while others attributed the result to Y.)
Written individually, but reflecting the team discussion (i.e., some points are echoed across the member’s separate essays).
Conclusion – 1 paragraph
Teams should agree to the top point collectively, thought phrasing it individually :
Admit 1-2 limitations to the experiment: what constrains it in the design, why we can’t generalize broadly from it.
Note: Past students have sometimes over-criticized the project for not understanding that (a) research involving “human subjects” normally involves a small pool of participants (for ethical and legal reasons); and (b) even a small-sized project, or contradictory findings, or “statistically insignificant” results is still seen as offering a contribution.
These may be written individually:
Follow that admission immediately by asserting some positive value to this project, despite those limitation (it’s a first step, it moves toward, it highlights; it clarifies; it helps to identify).
Propose another experiment or path of enquiry: change the design, lengthen the time, use a different pool of participants, refine the research question, etc.
End by stating the most positive contribution, either conceptual (it would help us understand); or applied and practical (it would help us improve parts of life).
Works Cited/Bibliography APA format
Surname, First Initial. (Publication Year). “Small title” in Journal or Magazine. Volume #, Issue #, page #s.
Surname, First Initial. (Publication Year). Book Title. Publisher’s city: Publishing company.
Survey Title. (Date). Google Forms, weblink
and also remember to use two of the three readings, I attached, as a source for the review of literature section
"Review of Literature
neutrally summarize readings; defines important or unusual terms, if need be
This focuses exclusively on the source, not this project
Hey, Ive also attached one sample essay, plz make sure to follow the format of the sample essay. Thank you!
besides the readings I attached, no any other outside sources are allowed for this assignment. Thank you so much!

Essay Sample Content Preview:

Memorizing Techniques – Typing Vs Handwriting
Name of student:
University name:
Course title:
Professor:
Date:
Memorizing Techniques – Typing Vs Handwriting
Introduction.
For many years, taking notes has been done through handwriting. In schools, offices, workshops, and even meetings, writing down notes has been the common trend. (Aragon, E. M. Et al., 2016) while in modern society, there is upward growth in the use of technology. This has been seen even in the centers of learning. Students have been seen to shift from handwriting to typing through the computers, pads, and tablets compared to the old way of taking notes by handwriting. Many studies have been done to point out the effect of typing as well as handwriting on the learning process of students. Although there have been studies done, there is very little if no study of information has compared the two forms of note-taking. The gap seen is on thye levels of note taking. The effect is not only on students but also different indivuals like researchers, and any other persons who relys on note taking for their work. Therefore, this study seeks to find an answer to the following questions; has the shift towards typing impacted the memorizing ability of students? Is typing better than handwriting in helping in memorizing? Which of the two gives a better memorizing ability?
Background.
In the recent past, there has been an increase in the use of technology in a different way. Technology has been seen to replace several activities that used to be performed by humans. These include note-taking by handwriting. With the coming of computers, many people now prefer to use them in taking notes. Typing has become a norm that is taking over handwriting. This led to the study to understand the impact that this has had on the students. Has typing increased the memorizing ability, or has it lowered the ability? The population of people who currently use typing to take their notes in different situations has increased. The imagination while writing is said to have an impact on memorization ability. (Mangen, A. Et al,. 2015). Therefore what has been the effect of the shift from handwriting to typing, and which of the two increases encourages memorization. The study was taken from across a different population, school-going and working-class alike, and the results are shown below. Many still feel handwriting is a better way of memorizing. At the same time, a number also feel there is no big deal whether handwriting or typing, there is no effect on the memorization ability.
Literature review.
In their study, comparative study of handwriting and computer typing in note-taking by university students (2016), Aragon and his team argue that note-taking by computers have proven to be more effective than handwriting. In their study, students using computers turned out to have taken better notes than those who used pen and paper. (Aragon E. M. Et al,. 2016). This is because computers have better tools for recording information. It was also found that they wrote more sentences than those who used handwriting. On the other side, they also noted that the students who take notes through handwriting performed better in memorization. Therefore from the study, it ...
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